Learning from Tina: A Case Study with a Selective Speaker

Autor/in	Rosheim, Kay
Titel	Learning from Tina: A Case Study with a Selective Speaker
Quelle	In: Language Awareness, 31 (2022) 2, S.175-193 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rosheim, Kay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1996583
Schlagwörter	Elementary School Students; Females; Psychosomatic Disorders; Communication Problems; Grade 1; Grade 2; Educational Environment; Attention; Teacher Student Relationship; Success; Writing (Composition); Interpersonal Communication; Computer Mediated Communication; Grade 5; Self Efficacy; Student Needs; Intervention + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Disease of psychosomatic origin; Psychosomatische Krankheit; Kommunikationsbarriere; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Erfolg; Schreibübung; Interpersonale Kommunikation; Computerkonferenz; School year 05; 5. Schuljahr; Schuljahr 05; Self-efficacy; Selbstwirksamkeit
Abstract	The current study is a two-year case study focusing on an upper-elementary girl who had been diagnosed with selective mutism in 1st grade. While multiple theoretical frameworks have been used to explain selective mutism, the current study borrowed the frameworks of critical sociocultural theory, a social semiotic theory of multimodality, and self-efficacy theory. The data consisted of daily field notes written by the researcher, video and audio recordings, artifacts of schoolwork and student written communication. The researcher served as Tina's learning specialist in Year 1 and her homeroom teacher in Year 2 during the data collection period. Those data sources were used to explain the evolution of new insights, identities, and pedagogical practices designed to support Tina in the school setting. The findings showed that being attentive and observant, establishing a safe learning environment, and cultivating a strong teacher-student relationship were critical to student success. In addition, the role of writing as a communication tool and use of digital tools supported Tina's growth. In conclusion, implications for teacher development will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01